scheme of work BIOLOGY FORM 5, 2010
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Transcript of scheme of work BIOLOGY FORM 5, 2010
SEKOLAH MENENGAH KEBANGSAAN RAJA PEREMPUAN,IPOHYEARLY SCHEME OF WORK
BIOLOGY FORM 5 (2010)THEME : PHYSIOLOGY OF LIVING THINGSLEARNING AREA : 1.0 TRANSPORT
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
1
4/1 – 8/1
1.1 Understanding the importance of having a transport in some multicellular organisms
A student is able to : Identify the
problem that could be faced by multicellular organisms in obtaining their cellular requirements and getting rid of their waste products
suggest how the problem is overcome in multicellular organisms
Carry out activities to identify the problems that could be faced by multicellular organisms and explain how the problem is overcome in multicellular organisms as compared to unicellular organisms;
a) correlate different sizes to total surface area /volume (TSA/V) ratio
b) discuss how the TSA/V ratio affects the movement of solutes to the interior of cubes
c) relate the outcome of a) and b) to the problem faced by the multicellular organisms in getting cell requirements to the cells in the interior of the organisms
d) suggest ways to improve the movement of solutes to the interior of cubes without changing the size of cubes
e) explain why there is a need for a transport system in some multicellular organisms
Communicating Measuring and
using numbers
Relating
Relating
Generating ideas
Having an interest and curiosity towards the environment
2
1
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
2
11/1 – 15/1
1.2 Synthesising the concept of circulatory system
A student is able to:
state what a circulatory system is,
state the three components of circulatory in human and animals,
state the medium of transport in humans and animals,
state the composition of human blood,
a) explain the function of blood and haemolymph in transport,
Read text materials and view computer simulations on circulatory system and discuss the following:
a) what is a circulatory system
b) the three components of the circulatory system i.e. medium, vessels and pump,
c) blood and haemolymph as a medium of transport,
d) the composition of human blood
e) the function of human blood and haemolymph in transport
Synthesising Visualising Conceptualising Classifying Attributing Comparing Sequencing Making
generalizations
Having critical and analytical thinking Appreciating and practising clean and healthy living Being thankful to God Having critical and analytical thinking
4
2
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
describe the structure of human blood vessels
explain how blood is propelled through the human circulatory system,
explain briefly how blood pressure is regulated,
compare and contrast the circulatory systems in the following humans, fish and amphibians,
conceptualise the circulatory system in humans
f) the structure of human blood vessels, arteries, veins and capillaries,
g) the basic structure and the function of the human heart,
h) the circulation of blood in humans in terms of :
I. pumping of the heart,II. contraction of skeletal muscles
around veins,
i) the regulatory mechanism of blood pressure
Look at the heart of the fish, chicken and/or cow and note similarities and differences in terms of size and number of compartments
Use schematic diagrams to compare the circulatory system in the following: humans, fish and amphibians.
Visualize and draw concept maps on the circulatory system in humans.
SCIENTIFIC NUMBER
3
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
3
18/1 – 22/1
1.3 Understanding the mechanism of blood clotting
A student is able to:
explain the necessity for blood clotting at the site of damaged blood vessels,
explain the mechanism of blood clotting
predict the consequences of impaired blood clotting mechanism in an individual
Show photomicrographs of blood clots.Discuss the necessity for blood clotting with respect to:a) preventing serious blood loss,b) preventing the entry of microorganisms
and foreign particlesc) maintaining blood pressure,d) maintaining circulation of blood in a
closed circulatory system,
Use a schematic diagram to illustrate the mechanism of blood clotting.
Predict the consequences of blood clotting related problems such as haemophilia or thrombosis.
Inferring Communicating Predicting Sequencing
Being responsible about the safety of oneself and others, and the environment
2
SCIENTIFIC NUMBER
4
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
5
25/1– 29/1
1.4 Synthesising the concept of lymphatic system
A student is able to:
describe the formation of interstitial fluid
state the composition of interstitial fluid
state the importance of interstitial fluid
describe the fate of interstitial fluid
describe the structure of the lymphatic system
Draw a schematic diagram on the formation of interstitial fluid and lymph, and discuss the following:
a) spaces between cellsb)materials from blood capillaries entering
these spaces
c) composition of interstitial fluid
d)the importance of interstitial fluid
e) the need for interstitial fluid to return to the circulatory system directly or via the lymphatic system
Discuss the following:a) the structure of the lymphatic system
Communicating Comparing and
contrasting Generating ideas Relating Predicting Synthesising
Being thankful to GodAppreciating the contribution of science and technology
SCIENTIFIC NUMBER
5
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
explain how the lymphatic system complements the circulatory system
compare the content of blood, interstitial fluid and lymph
predict what will be happen if interstitial fluid fails to return to the circulatory system
conceptualise the relationship between the lymphatic system and circulatory system
b)the flow of lymph
c) the role of the lymphatic system in transport
Use a graphic organizer to compare the content of blood, interstitial fluid and lymph.
Brainstorm to predict what will happen if interstitial fluid fails to return to the circulatory system
Study diagram or computer simulation on the lymphatic system and discuss the relationship between the lymphatic system and circulatory system
6
1/2 –5/2
1.5Understanding the role of the circulatory system in body defence mechanism
A student is able to : Discuss the necessity for body defence mechanism in humans.
CommunicatingAnalysingRelating
Appreciating and practicing clean
and healthy living
4
SCIENTIFIC NUMBER
6
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
State another function of the circulatory system besides transport,
Identify the tree lines of defence mechanism of the body,
Describe the process of phagocytosis
State the meaning of antigen and antibody,
State the meaning of immunity and immunization
Relate antigen and antibody to immunity,
Gather information and discuss the body’s defence mechanism with reference to:
a) first line of defence - skin - mucous membraneb) second line of defence - phagocytic white blood cells,c) third line of defence - lymphoytes.
Draw and lable the various stages of phagocytosis.
Discuss the following:a) antigens, antibodies, immunity and immunization,
b) how antigens and antibodies are related to immunity,
PredictingVisualising
Appreciating and practicing clean
and healthy living
SCIENTIFIC NUMBER
7
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
Name and give example of various types of immunity,
State the effects of human immunodeficiency virus (HIV) on the body’s defence mechanism,
Describe the transmission of HIV,Suggest ways to
prevent the spread of acquired immune
deficiency syndrome (AIDS).
c) the various types of immunity: i. active immunity (natural, artificial), ii. passive immunity (natural, artificial).
Carry out small group discussion on the following and present the findings:a) the effects of HIV on the body’s immune system,
b) transmission of HIV,
c) prevention of AIDS.
7
8/2 –12/2
1.6Appreciating a healthy cardiovascular system
A student is able to: Select and practice
suitable ways to maintain a healthy cardiovascular system.
Research and discuss nuitrition and lifestyle which can lead to a healthy cardiovascular system. Then select ways that are suitable and prctise them.
Anaysing Evaluating
Being cooperative
Appreciating
SCIENTIFIC NUMBER
8
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE VALUES
OF PERIODS
14/2 – 16/2 - CUTI TAHUN BARU CINA17/2 - CUTI PERISTIWA
18/2 – 19/2 - CUTI BERGANTI
7
22/2 –26/2
1.7Understanding the transport of substances in plants
A student is able to:
state the necessity for transport of substances in plants.
identify the vascular tissue in stem, root and leaf
state the role for vascular tissue in the transport of substances
describe the structure of vascular tissue.
relate the structure of xylem to transport
Discuss the following:
a) the necessity for transport of substances in plants.
b) the problem that could be faced by plants in transporting substances and how it is overcome in plants.
Carry out the following activities:a) to show the presence of xylem as a continuous tube system to transport water and minerals.
b) prepare slides and look at the cross section (XS) and longitudinal section (LS) of a dicot stem
c) study prepared slides of XS of stem ,root, and leaf of a dicot plant and draw the plan diagrams
Relate the following :
a) the structure of xylem to the transport of water and minerals.
Relating Analysing Comparing and
contrasting Synthesising Attributing
Having an interest and curiosity towards the environment
Being honest and accurate in recording and validating data
Realizing the scientific is a means to understand nature
Being thankful to god
Having critical and analytical thinking
Being systematic Being fair and
just Thinking
rationally Being confident
and independent Being kind-
hearted and caring
4
9
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
relate the structure of phloem to transport
predict the effect of removing a ring of phloem tissue from a plant.
b) the structure of phloem to the transport of organic substances.
Carry out bark ringing to show the role of phloem in the continuous transport of organic substances.
Being objective
8
1/3 – 5/3
1.8 Synthesising the concept of transport of substances in plants
A student is able to:
state what translocation is,
explain the importance of translocation in plants
describe the process of transpiration
explain the importance of transpiration,
Discuss the following:
a) the transport of organic substances in plants.
b) The importance of translocation in plants
Carry out small group discussion on the following and present the findings:
a) the process of transpiration,
b) the importance of transpiration,
Observing Predicting Interpreting data Controlling
variables Measuring and
using numbers Experimenting Hypothesizing Analyzing Making
conclusion Comparing and
contrasting Attributing Generating ideas Making
generalization Making analogies
Having an interest and curiosity towards the environment
Being honest and accurate in recording and validating data
Realizing the scientific is a means to understand nature
Being thankful to god
2
10
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
describe the pathway of water from the soil to the leaves,
state external conditions affecting transpiration,
design experiments to study factors affecting the rate of transpiration,
explain the role of root pressure in the movement of water in plants,
c) the pathway of water from soil to leaves using a schematic diagram,
d) the external conditions affecting the rate of transpiration
Design and conduct experiments to study factors affecting the rate of transpiration, i.e:
a) air movement,b) temperaturec) light intensityd) relative humidity.
Carry out an activity to show the following:b) root pressure,
Grouping and classifying
SequencingEvaluating
Having critical and analytical thinking
Being systematic
Being fair and just
Thinking rationally
Being confident and independent
Being kind-hearted and caring
being objective
SCIENTIFIC NUMBER
11
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
explain the role cohesion and adhesion of water in the movement of water in plants,
conceptualize the transport mechanism in plants
c) cohesion and adhesion of water
Discuss and draw a concept map of the movement of water in plants in terms of the following: osmosis, transpiration pull, cohesion and adhesion of water, opening and closing of stomata, root pressure
UJIAN SELARAS BERFOKUS 1
8 MAC 2010 – 12 MAC 2010
CUTI PERTENGAHAN PENGGAL 1
15 MAC 2010 – 19 MAC 2010
12
THEME : PHYSIOLOGY OF LIING THINGSLEARNING AREA : 2.0 LOCOMOTION AND SUPPORT
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
13
name bones that make up the axial skeleton and appendicular skeleton of the human body,
label the bones, skeletal muscles and tendons in a diagram of the arm,
explain how movement in a limb,
Study the model of human skeleton to identify the following:
a) axial skeleton consisting of the skull, cervical vertebrae, thoracic vertebrae, lumbar vertetrae, sacrum, coccyx, sternum and ribs
b) appendicular skeleton consisting of scapula, calvicle, humerus, ulna, radius, pelvic girdle, tibia and fibula.
Observe a chicken wing to note the position and nature of muscles, ligaments and tendons.
Draw and label a simple diagram of an arm to show the arrangement of bones, skeletal muscles and tendon.
Briefly discuss:
a) how the bones, skeletal muscles, tendon and joints bring about movement on the arm or leg,
Attributing Grouping and classifying Classifying
Classifying Attributing Grouping and
classifying
Using space time relationship
Defining the operationally- Sequencing
Being thankful to God
Being responsible about the safety of oneself, others and the environment.
Realizing that science is a means to understand nature.
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
14
state the function of cartilage and synovial fluid at joints,
describe briefly the mechanism of locomotion in an animal,
state some consequences of impaired muscloskeletal system on support and locomotion
b) the necessity of nerve impulses in skeletal muscle contractionc) the antagonistic action of skeletal muscles,d) all muscle has two primary proteins,e) source of energy is from the ATP produced in adjacent mitochondria,f) function of cartilage and synovial fluid at joints.
Observe and discuss the mechanism of locomotion in an earthworm, grasshopper, fish or bird.
Discuss and present finding on muscle cramp, osteoporosis, muscular dystrophy and arthritis.
- Making analogy- Isualizing- Relating
Classifying Attributing Comparing and
contrasting Grouping and
classifying
Observing Communicating- Attributing- Comparing and contrasting- All thinking skills
Interpreting data communicating
- All thinking skills
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
15
10
9/3 – 13/3
2.2 Appreciating a healthy musculo-skeletal system
A student is able to : Practise ways
to care for the musculo-skeletal system
Discuss and share ways of caring the musculo-skeleton systems such as :a) following a balanced diet,b) having a good posture c) using a proper attire for
daily activitiesd) taking appropriate
precautions during vigorous activitiese) practising correct and safe
exercise techniques
Communicating- All thinking skills
Appreciating and practicing clean and healthy living Bieng kind hearted and caring Being responsible about the safety of oneself, other and enviroment
10
9/3 – 13/3
2.3Understanding support in plants
A student is able to : Explain the
necessity for support in plants
Explain how support is achieved in aquatic plants
Discuss the following:a) the necessity for support in
plants
b) what could be the support related problems faced by : i) aquatic plantsii) terrestrial plants
c) how is support achieved in aquatic and terrestrial plants
Communicating Observing Inferring Communicating- Comparing and contrasting
Communicating Observing Inferring Communicating
Having an interest and curiosity towards the environment.
Be honest and accurate in recording and validating data
Being thankful to God
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE
NUMBER OF
PERIODS
16
VALUES
Explain how support in terrestrial plants are achieved through tissue modifications
Carry out the following activities:a) study the adaptation for support
( aerenchyma and air sacs) in floating aquatic plans, e.g. water hyacinth)
b) study prepared slides of cross sections of old stems to identify tissue that help in support.
c) investigate how support in herbaceous plant e.g. spinach and balsam is achieved without woody tissue
Observing Inferring
Experimenting Communicating- Attributing- Comparing and contrasting- Relating- Grouping and classifying- All thinking skills
CUTI PERTENGAHAN PENGGAL SATU14 MAC 2009 – 22 MAC 2009
THEME : PHYSIOLOGY OF LIING THINGSLEARNING AREA : 3.0 COORDINATION AND RESPONSE
17
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
11
23/3 -27/3
3.1 Understanding response and coordination
A student is able to
list the
changes the external and internal environment faced by an organism
state why organism have go be sensitive to change in internal and external environment
clarify through examples the meaning of stimulus and response
state the main components and pathways involved in detecting and responding to change in external
Carry out small group discussion on the following and present the findings :
a) external stimuli , eg light, sound, smell, taste, temperature , pressure and touch
b) internal stimuli eg sugar level in the blood and osmotic pressure of blood
c) the necessity for living organisms to respond to stimuli
Carry out the activities to study a) human and animal responses to
external and internal environment b) plant responses to external
environment
View computer simulations on the pathways in detecting and responding to external and internal stimuli in humans and animals and
Observing Inferring Relating Making
generalizations and isualising
Predicting
Analysing and evaluating
Experimenting and
classifying Making
analogies and inventing
Having an interest and curiosity towards the environment
Realizing that science is a means to understands nature
Being thankful to God
2
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS SCIENTIFIC
ATTITUDES & NUMBER
OF
18
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE VALUES
PERIODS
environment
state the main components and pathways involved in detecting and regulating change in internal environment
Clarify through examples the meaning of ‘coordination’
Draw systematic diagrams involving the main components
Discuss what meant by coordination
Observing and communicating
Visualising Defining
operationally Sequencing
prioritizing and generating ideas.
12
30/3 – 3/4
3.2 Analysing the role of human nervous system
A student is able to state the role
nervous system
draw and label a diagram to show the organization of the nervous system
name the main
parts of the brain and state their functions
Discuss the role of the nervous system
Draw a diagram to show the organization of the nervous system.
View graphics of the brain and label the main parts of the brain, and state their respective functions
Observing Attributing Comparing and
contrasting Relating
Classifying Grouping and
classifying
Being honest and accurate
Being responsible
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS SCIENTIFIC
ATTITUDES & NUMBER
OF
19
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE VALUES
PERIODS
draw and label a diagram of a cross section of the spinal cord
state the main
functions of the spinal cord
label the structure of an efferent neurone
identify the type of the neurone form the diagrams given
state the function of each type of neurone
state the mode of transmission of information along the neurone
Draw and label diagram of a cross section of the spinal cord
Discuss the main functions of the spinal cord
Draw and label the structure of the efferent neurone ( nucleus, cell body, cytoplasm, dendrites, axon, synaptic dendrites, myelin sheath )
Identify and discuss the function of the three types of neurone
View computer animations oin the transmission of information in the form of electrical signals
Discuss the m ode of transmission of in formation along the neurone
Observing Attributing Comparing and
contrasting Relating
Classifying Grouping and
classifying
Having critical and analytical thinking
Being systematic
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS SCIENTIFIC
ATTITUDES & NUMBER
OF
20
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE VALUES
PERIODS
describe briefly the pathway of transmissions of information from receptors to effectors
draw and label a simple diagram of a synapse
describe the transmission of information across synapses
state the role of the synapse in the transmission
give examples of voluntary action
give examples of involuntary action
Draw schematic diagram to show the pathway of transmission of information and discuss the following
a) reception of stimuli by receptors b) from receptors to the central nervous
system c) integration and interpretation by the
central nervous systemd) from the central nervous system to
the effectors e) respond by the effectors
Draw and label a simple diagram of a synapse,
Conduct small group discussion on the following:
a) transmission of information across the synapse
b) the role of the synapse in transmission
Discuss voluntary action and involuntary action with examples
Observing Attributing Comparing and
contrasting Relating
Classifying Grouping and
classifying
Sequencing Visualising
Observing Attributing Comparing and
contrasting Relating
Appreciating the contribution of science and technology.
Having critical and analytical thinking
Being fair and just
Being confident and independent.
Being objective
SCIENTIFIC NUMBER
21
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
outline the transmission of information in voluntary action
outline the transmission of information in involuntary action
draw a schematic diagram showing a reflects arc
give examples of
nervous system related diseases
Discuss the following:a) voluntary action eg. raising your hand to
answer a questionb) involuntary action involving skeletal
muscles eg. knee jerk, c) involuntary action involving smooth
muscles or glands eg. normal blood pressure.
Work in groups to draw a schematic diagram of a reflex arc.
Visit homes for the aged. Show compassion towards senior citizens and patients with Alzheimer’s and Parkinson’s diseases.
Classifying Grouping and
classifying
Making generalisation
Being thankful to God
Bieng kind hearted and caring
SCIENTIFIC NUMBER
22
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
13
6/4 – 10/4
3.3 Analysing the role of hormones in humans
A student is able to state what a
hormone is
state what the endocrine system is
state why the endocrine system is necessary
state physiological process not directly regulated by the nervous system
describe how the endocrine system complements the nervous system
label the main glands of the endocrine system
name the main hormones produced by each endocrine gland
Carry out small group discussion on the following and present the findings:a) what a hormone is
b) what the endocrine system is
c) why the endocrine system is necessary, despite having the nervous system
d) the physiological processes which are not directly regulated by the nervous system e.g. menstrual cycle, development of secondary sex characteristics, growth, etc
e) How the endocrine system complements the nervous system
Carry out group activity to label the main glands of the endocrine system.
Name the main hormones produced by each endocrine gland.
Scientific Skills: Classifying, Making inferences, Predicting
Thinking Skills: Attributing, Relating, Analysing
Scientific Skills: Classifying, Making inferences
Realising that science is a means to understand nature
Being thankful to God
Having critical and analytical thinking
8
SCIENTIFIC NUMBER
23
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
state the functions of hormones involved in physiological processes
describe briefly how secretion of hormone is regulated
describe briefly coordination involving both nervous system and endocrine system in a fight of flight situation
state the effects of hormonal imbalance
state the use hormone in medicine
Match the hormones with their functions in the following physiological processes:
a) reproductionb) growthc) homeostasis
discuss how secretion of a hormone can be regulated by:a) another hormone, e.g. thyroid stimulating
hormone (TSH)b) level of certain substances, e.g. glucosec) nervous system
Discuss the involvement of both the nervous system and the endocrine system in a “fight or flight” situation (involving adrenaline).
Carry out small group discussion on the following and present the findings on:a) the effects of imbalance of thyroxine,
growth hormone, antidiuretic hormone, and insulin
b) the use of hormone in the treatment of diabetes mellitus and dwarfism
Thinking Skills: Attributing, Relating, Analysing, Comparing and contrasting
Scientific Skills: Communicating Analysing, Visualising, All Thinking Skills
Being systematic
Appreciating the balance of nature.
Appreciating
the balance of nature
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS SCIENTIFIC
ATTITUDES & NUMBER
OF
24
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE VALUES
PERIODS
14
13/4 – 17/4
3.4 Synthesising the concept of homeostasis in humans
A student is able to: explain the
necessity to maintain an optimal physical and chemical condition in the internal environment
state the meaning of homeostasis,
design an experiment to study the effect of different quantities of water intake on urine output,
Discuss the following:a) physical factors – body temperature
and blood pressure,
b) chemical factors in the blood partial pressure of oxygen and of carbon dioxide, osmotic pressure, and sugar level,
c) the necessity to maintain an optimal physical and chemical condition in the internal environment.
d) The meaning of homeostasis,
Design an experiment to show the effect of different quantities of water intake on urine output.
Predicting & Analysing Making conclusions Generalising
Experimenting: all thinking skills
Observing and Inferring. Relating,
making generalizations and visualising
Appreciating and practicing clean and healthy living
Being thankful to God
Appreciating the balance of nature
Having critical and analytical thinking Being systematic Being cooperative Thinking rationally
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS SCIENTIFIC
ATTITUDES & NUMBER
OF
25
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE VALUES
PERIODS
relate the changes in blood osmotic pressure to urine output.
describe the formation of urine,
eelate the formation of urine to excretion.
describe briefly the mechanism of osmoregulation
Discuss the following:a) the relationship between the
regulation of osmotic pressure and the formation of urine
b) the formation of urine
c) the relationship between urine formation and excretion
Draw and label the following structures:a) kidneyb) nephron
View computer simulations and draw a schematic diagram on the process of urine formation and discuss the following processes:
a) ultrafiltrationb) reabsorptionc) secretion
Analysing Making conclusions Generalising
Observing Attributing Relating
Making inferences Analysing Making conclusions
Being confident and independent
Realising science is a means to understand nature
Being objective Being systematic
Realising science is a means to understand nature
Being flexible and open minded
Being systematic
WEEK/ LEARNING LEARNING SUGGESTED LEARNING SCIENTIFIC SKILLS SCIENTIFIC
ATTITUDES & NUMBER
OF
26
DATE OBJECTIVE OUTCOMES ACTIVITIES & THINKING SKILLS NOBLE VALUES
PERIODS
predict the consequences of impaired kidney function
describe the regulation of blood sugar level
describe the regulation of body temperature
conceptualise homeostasis
Draw a schematic diagram on the action of antidiuretic hormone (ADH) and discuss the following:
b) the process of osmoregulation by the kidneys
c) negative feedback control in osmoregulation
Gather information and discuss the following:
a) Haemodialysisb) Kidney donation and kidney
transplant
Recall, discuss and draw a concept map on various mechanisms that together keep the physical and chemical conditions inside the organism constant in terms of :
a) blood sugar levelb) body temperaturec) partial pressure of oxygen and
carbon dioxided) blood pressure
Observing and Inferring. Relating, making generalizations and visualising
Observing and Inferring. Relating, making
generalizations and visualising
Being systematic
Appreciating the contribution of science and technology
Being responsible about the safety of oneself , others and the environment
Being thankful to God
15
20/4 - 24/4
3.5 Practising a healthy lifestyle
A students is able to: describe effects of
drugs and alcohol abuse on humans.
Show pictures of drug addicts and alcoholics, then discuss drug and alcohol abuse.Reach and report on:a) Effects of drugs and alcohol abuse such
as on the nervous system,
Scientific skills: Classifying, Predicting
Being responsible about safety of oneself, others, and the
environment.
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE
NUMBER OF
PERIODS
27
VALUES explain the factors
that can lead to drug and alcohol abuse
practise a healthy lifestyle
b) Social factors that can lead to drug and alcohol abuse.
Attend talks on drug and alcohol abuse.
Participate in anti-drug abuse and anti-alcohol abuse campaigns.
Thinking skills Attributing Comparing and
contrasting, Grouping and
classifying
Relating visualising
Being respectful and well mannered
Appreciating and practising clean and healthy living
15
20/4 - 24/4
3.6 Understand-ing plant hormone
A student is able to: state what plant
hormones are,
give some examples of plant hormones,
infer the effects of auxins on growth responses,
explain the role of auxins in tropisme,
state the use of hormones in agriculture.
Research and report on:a) the meaning of plant hormones,
b) plant hormones e.g. auxins, ethylene,
c) effect of auxins based on scientific findings on phototropisme,
d) role of auxins in phototropisme and geotropisme,
e) the use of hormones in agriculture.
Attributing
Relating
Being thankful to God.
Being responsible about the safety of oneself, others, and the environment.
2
THEME : PHYSIOLOGY OF LIING THINGSLEARNING AREA : 4.0 REPRODUCTION AND GROWTH
SCIENTIFIC NUMBER
28
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
ATTITUDES & NOBLE
VALUES
OF PERIODS
16
27/4 – 1/5
4.1 Analysing gamete formation
A student is able to : explain the necessity for organisms to reproduce
state types of reproduction
explain the necessity for formation of gametes
describe formation of sperm in humans
describe formation of ovum in humans
compare the formation of sperm with that of ovum
Discuss the following about reproduction :
a) the necessity to reproduce
b) the two types of reproduction
c) the necessity for formation of gametes
Study diagrams of stages in the formation of a sperm and an ovum
Compare the formation of a sperm with that of an ovum
Communicating Attributing Sequencing Comparing and contrasting
Appreciating the contribution of science and technology
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
29
17
4/5 – 8/5
4.2 Analysing the role of hormones in the menstrual cycle
A student is able to :
state what menstruation is relate menstruation to menstrual cycle state the importance of the menstrual cycle state the hormones involved in the menstrual cycle relate hormonal levels to the development of follicles, the process of ovulation and the formation of corpus luteum relate hormonal levels to the changes in thickness of the endometrium
Discuss the following :
a) what menstruation is
b) the relation between menstruation and menstrual cycle
c) the importance of the menstrual cycle
d) hormones involved in the menstrual cycle
Study diagrams and discuss the effect of hormonal levels on the following :
a) follicle developmentb) ovulationc) formation of corpus luteumd) thickness of the endometrium
Communicating Relating Predicting
Realising that science is a mean to understand nature
Being thankful to God
PEPERIKSAAN PERTENGAHAN TAHUN
11 MEI 2009 – 29 MEI 2009
CUTI PERTENGAHAN TAHUN30 MEI 2009 – 14 JUN 2009
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
30
explain the role of hormones in regulating the menstrual cycle
state what premenstrual syndrome (PMS) is
state what menopause is
Discuss the following :a) premenstrual syndromeb) menopause
21
15/6 – 19/6
4.3 Understanding the early development of a zygote in humans
A student is able to :
describe what fertilization is
describe in simple terms the early development of a zygote
name the two stages in the development of a zygote in preparation for implantation
Use diagram and computer simulations to discuss the following :
a) the formation of zygote
b) the early development of a zygote as the formation of a ball of cells which becomes implanted in the wall of the uterus
c) Identify morula and blastocyst from the diagrams given
d) Formation of identical twins, fraternal twins and Siamese twins
Communicating Sequencing Comparing and contrasting
Being thankful to God
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
31
describe the formation of twins
compare identical twins with fraternal twins
state the functions of the placenta in foetal development
explain the advantages of fetus having a separate circulatory system from that of the mother
Illustrate how identical and fraternal twins are formed and fraternal twins are formed and give some differences between them
Research and report on :
a) functions of the placenta in foetal development
b) the advantages of fetus having a separate circulatory system from that of the mother
22
22/6 – 26/6
4.4 Appreciating the contribution of science and technology to human reproduction
A student is able to:
explain the contribution of science and technology to human reproduction
Research and report on :
a) Family planning
b) Sperm bank
c) Artificial insemination
d) In vitro fertilization
Observing Evaluating
Appreciating and practicing clean and healthy living
2
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
explain some moral issues related to the
e) surrogate mother
32
application of science and technology to human reproduction
explain what sexually transmitted disease are
give example of sexually transmitted disease
f) sexually transmitted disease
23
29/6 – 3/7
4.5Synthesizing the concept of sexual reproduction on flowering plants
A student is able to: identify male and
female structures in a flower
describe the formation of pollen grains
describe the formation of embryo sac in the ovule
Examine a flower to identify :
a) Various flower parts
b) The structure which produce male and female reproductive cells
Draw diagrams to show the stages in the formation of :
a) Pollen grains from pollen mother cells
b) Embryo sac from the embryo sac mother cells
Communicating Analyzing Synthesizing visualising
Realizing thant science is a mean to understand nature
2
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
Describe briefly what happen at each stage in both (a) and (b)
33
describe the formation of pollen tube
describe the formation of zygote
describe the formation of triploid nucleus
conceptualise double fertilization
relate the structure of a fruit to the flower part
explain the importance of double fertilization for the survival of flowering plants
Conduct an activity to observe the germination of pollen grains in sugar solution
Discuss the following :
a) The formation of two male nuclei from the generative nucleus,
b) The formation of zygote,
c) The formation of triploid nucleus
Discuss and draw a concept map of double fertilization in flowering plants
Examine the structure of fruits e.g. mango, long beans, and relate them to the flower parts: a) Seed from the ovule,b) Seed coat from the integument,c) Fruit from the ovaryDiscuss the importance of double fertilization for the survival of flowering plants.
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
24
6/7 -10/74.6 A student is able to : Discuss the necessity for for growth. Predicting Being thankful 1
34
Understanding growth in multicellular organisms.
explain the necessity for gowth in organisms,
explain what growth is,
Carry out small group discussion on growth in terms of :
a) growth being an irreversible process,b) increase in the number of cells,c) increase in cell size,d) cell differentiation.
Study diagrams or prepared slides to identify the growth zones at root tip and shoot tip.
Sequencing to God.
25
13/7 – 17/7
4.7Understanding the growth curve.
A student is able to :
identified the parameters used in the measurement of growth.
describe the sigmoid growth curve of an organism,
relate the shape of the growth curve to the growth phases of an organism,
Generate ideas on the appropriate parameters used in the measurement of growth.
Conduct an activity to study the growth of a plant, e.g. onion, maize or balsam.
Study and interpret the data on growth in humans and discuss the following :
a) the shape of growth curve,b) phases of growth,c) the relationship between the phases
of growth and the growth curve.
Using space-time relationship.
Analysing
Predicting
Having critical & analytical thinking.
2
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
35
explain the shape of the growth curve of an insect.
Study and interpret a growth curve of an insect and relate the shape of the curve to its growth.
25
13/7 – 17/7
4.8Understanding primary and secondary growth implants.
A student is able to :
state the types of growth in plants,
state the primary and secondary growth are,
name the tissue involved in primary and secondary growth,
explain the importance of primary growth,
Discuss the types of growth in plants.
Conduct a field study to identify plants that undergo primary and secondaru growth.
Examine prepared slides or diagrams of across section of a young stem, matured stem, young root, matured root, in dicots to identify primary and secondary tissues.
Research and report on the following :a) relate primary growth to height,
support and transport of substances,
b) relate secondary growth to additional support and transport,
c) state the importance of vascular cambium and cork cambium to secondary growth,
Experimenting
Comparing and Contrasting
Realising that science is a means to understand nature.
4
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
36
compare and contrast plants that undergo secondary growth with plants that do not undergo secondary growth,
state the economic importance of
plants that undergo secondary growth.
d) compare plants that undergo secondary growth with those that do not,
e) the economic importance of plants that undergo secondary growth.
THEME : VARIATION AND INHERITANCELEARNING AREA : INHERITANCE
37
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
26
20/7 – 24/7
1.1 Synthesising the concept of inheritance based on Mendel’s experiment
A student is able to:
State what is meant by inheritance
Differentiate traits from characters
Identify characteristic and traits in Mendel’s experiments
State that there is a hereditary factor that determines a particular character
Identify dominant and recessive traits
Explain genes and alleles
Explain dominant and recessive alleles
Discuss the following based on examples.
a) inheritance
b) characters and traits
Study diagrams showing the result of Mendel’s monohybrid cross experiment, then discuss the following:
a) characters and traits in Mendel’s experiment
b) there is a hereditary factor that determines a particular character
c) dominant and recessive traits
d) genes and alleles
e) dominant and recessive alleles
Ss: classifying
Ts: Attributing Comparing & contrasting Grouping &
classifying
Ss: Classifying Predicting CommunicatingInterpreting dataDefining operationally
Ts:AttributingComparing & contrastingRelatingVisualizing
interest and curiosity
honest & accurate
being objective being systematic thinking
nationally
interest and curiosity
honest & accurate
being objective being systematic thinking
nationally
2
2
38
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
State the meaning of phenotype
State the meaning of genotype
Relate allele combination to genotype
Relate phenotype to genotype
State the meaning of homozygote and heterozygote
Determine the phenotypic ratio of the first filial generation and second filial generation
Determine the genotypic ratio of first filial generation and second filial generation
f) phenotype and genotype
g) homozygote and heterozygote
h) phenotypic ratio and genotypic ratio in the first and second filial generation
i) the importance of meiosis I in the segregation of alleles
AnalyzingGeneralizing
39
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
State the meaning of monohybrid inheritance
Conceptualize Mendel’s First Law
State the meaning of dihybrid inheritance
Conceptualize Mendel’s Second Law
j) meaning of monohybrid inheritance
Conduct an activity using coloured buttons/beans to illustrate Mendel’s First Law.
Discuss Mendel’s First Law as the Law of Segregation
Study diagrams showing the results of Mendel’s Dihybrid cross experiment, then discuss the following
a) meaning of dihybrid inheritance
b) the importance of meiosis in terms of independent assortment of chromosomes
Discuss Mendel’s Second Law as the Law of Independent Assortment
Ts:AttributingAnalyzingGeneralizingGrouping & classifyingMaking conclusion
Being honest Daring to try Thinking
nationally Thankful to God
40
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
26
20/7 – 24/7
1.2 Understanding inheritance
A student is able to:
State the blood groups in the ABO system and Rhesus factor in humans
Explain the inheritance of ABO blood group in humans
Differentiate autosomes from sex chromosomes
Identify the different human karyotypes
Explain sex determination in off spring
Explain sex-linked inheritance using examples
Discuss :a) blood groups and Rhesus factor (Rh
factor)
b) inheritance of ABO blood group in humans
Examine a drawing of a micrograph of human chromosomes and :
a) determine the number of chromosomesb) arrange the homologous pairs based on
the location of the centromere and size of chromosomes
c) identify autosomes and sex chromosomes
Compare the karyotype of a normal human being with that of a person with Down’s syndrome
Draw a schematic diagram to show the following :
a) sex determination in offsprings
b) sex-linked inheritance of hemophilia and colour blindness
Ss:ClassifyingObservingcommunicating
Ts:Confident and independentSequencingComparing and contrasting AttributingGrouping and classifyingrelating
-Appreciating the contribution of science and technology
-Being systematic-Being thankful to God
-Having an interest and curiosity towards the experiment
- Being flexible and open minded
-Appreciating and practicising clean and healthy living
41
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
Describe hereditary diseases
Gather information and discuss a) hereditary diseases such as Thalassaemia
26
20/7 – 24/7
1.3 Understanding genes and chromosomes
State the unit of inheritance
State the location of genes
Describe the structure of deoxyribonucleic acid (DNA)
Describe in simple terms the manifestation of a trait or an organism from he basic unit of inheritance
Explain briefly the importance of genetics to mankind
Research and report on:a) unit of inheritanceb) the location of genes
Construct a model of deoxyribonucleic acid (DNA) and discuss the following:a) structure of nucleotidesb) structure of polynucleotidesc) double helix of DNA
Draw a schematic diagram and relate how a trait is manifested from the basic unit of inheritance in terms of:
a) chromosome to DNAb) DNA to genec) Gene to proteind) Protein to the trait of an organism
Research and report on the following:a) DNA finger printingb) Human genome projectc) Potential of stem cell researchd) Genetic engineering,
Ss :observingTsSequencingRelatingvisualising
Having interest and curiosity
Being thankful to God.
42
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
Describe the application and abuse of knowledge in genetics
Argue on the need for ethics and moral in the application of genetics
i) gene therapyii) genetically modified organismsiii) genetically modified foodiv) medicine (production of insulin)
Discuss the implications of the above to mankind.
Conduct a forum or debate on ethical and moral issues in the application of knowledge in genetics.
Visit research centres that conduct research in genetic engineering.
SsCommunicatingTsAll thinking skills
Thinking rationally
Being confident and independent
43
THEME : VARIATION AND INHERITANCELEARNING AREA : INHERITANCE
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
27
27/7 – 31/7
6.1 Understandingvariation in organisms
A student is able to:
State the importance of variation in organisms
Give examples of variation in humans
State the types of variation
Compare continuous variations with discontinuous variation
Discuss the importance of variation in organisms
Conduct an activity to investigate variation in humans and present the data graphically
Discuss continuous variations with discontinuous variation based on the graphs
Compare continuous variations with discontinuous variation
Attributing Relating Making inferences
Attributing Analyzing Making conclusion Generating ideas
Grouping and classifying
Comparing and contrasting
Sequencing Analyzing Comparing and
contrasting Evaluating Synthesizing Making conclusions
Critical and analytical thinkingBeing cooperativeRealizing that science is a means to understand nature
Critical and analytical thinkingBeing cooperative
Critical and analytical thinkingBeing systematic
Critical and analytical thinkingBeing systematicBeing honest and accurate in recording and validating data
2
44
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
27
27/7 – 31/7
6.2 Understanding the causes of variation
A student is able to:
State the factors causing variation
Explain the effect of genetic factors on variation
Explain the effects of environmental factors on variation
Explain the effects of the interaction between genetic factors and environmental factors on variation
Explain mutation
Explain the importance of variation in the survival of a species
Discuss the cause of variation in term of:
a)genetic factorsb)environmental factors
Discuss the effects of genetic factors on variation
Conduct an activity, such as role-playing or model-building, to show the process of genetic recombination
Conduct an activity to study the effects of different environmental factors on the variation of plants
Discuss the following:a) chromosomal mutationb) gene mutation
Discuss examples of mutation and mutagens
Discuss the importance of variation in the survival of a species
Attributing Analyzing
Comparing and contrasting
Visualizing Making inferences Making conclusion
Comparing and contrasting
Visualizing Making inferences Making conclusion
Realizing that science is a means to understand nature
Having an interest and curiosity towards the environmentBeing responsible about the safety of oneself, others and the environmentFlexible and open-minded
Having an interest and curiosity towards the environmentBeing responsible about the safety of oneself, others and the environment
5
45
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
AnalyzingComparing and contrastingVisualizingMaking conclusion
AttributingObserving
Making analogiesGenerating ideasRelatingMaking conclusion
Flexible and open-minded
Having an interest and curiosity towards the environmentFlexible and open-mindedHaving critical and analytical thinkingHaving an interest and curiosity towards the environmentFlexible and open-mindedBeing cooperativeBeing honestAppreciating the balance of natureAppreciating the contribution of science and technology
46
WEEK/DATE
LEARNINGOBJECTIVE
LEARNINGOUTCOMES
SUGGESTED LEARNINGACTIVITIES
SCIENTIFIC SKILLS & THINKING SKILLS
SCIENTIFIC ATTITUDES &
NOBLE VALUES
NUMBER OF
PERIODS
27
27/7 – 31/7
6.3 Be respectful towards one another despite variation
A student is able to:
Accept that people are different
Respect each other
Participate in games and club activities involving individuals from various ethnics groups
Conduct a sketch to show respect for all God’s creation
Detecting bias Evaluating Making conclusion
Being respectful and well-manneredBeing fair and justBeing kind-hearted and caring
Being respectful and well-manneredBeing fair and justBeing kind-hearted and caring
MINGGU 28 - 30 ( 3 OGOS 2009 – 21 OGOS 2009 )MINGGU ULANGKAJI STRATEGIK
MINGGU 31 - 33 ( 01 SEPTEMBER 2009 – 18 SEPTEMBER 2009 )PEPERIKSAAN PERCUBAAN SPM
21 SEPTEMBER 2009 – 25 SEPTEMBER 2009CUTI AIDILFITRI DAN CUTI BERGANTI
MINGGU 35 - 41 ( 28 SEPTEMBER 2009 – 13 NOVEMBER 2009 )MINGGU ULANGKAJI STRATEGIK
MINGGU 42PEPERIKSAAN SPM 2009
Prepared by, Checked by, Checked by, Certified by,
…………………………….. ………………………….. ………………………………. …………………………………..(PN. MAH YI FUN)
47